RUME 27
2025
Alexandria, Virginia
Building Hallways to Collaborative Reasoning in Inquiry-Oriented Linear Algebra Activity
Page: 1220
This study examines how students engage in collaborative reasoning while working through an inquiry-oriented task on null space in linear algebra. Three students participated in a series of five online group interviews, followed by an individual interview. The task sequence involved exploring subspaces and null spaces using pathways in a school map. We analyzed interactions and identified moments where students built on or connected to one another’s ideas, influenced each other's reasoning, or left space for others to contribute. Our findings suggest that students' collaborative reasoning evolved over time, with instances of adopting and leveraging peers' methods. We highlight the role of positioning in group dynamics and how students' contributions to collaborative reasoning influence their understanding of mathematical concepts. The conclusions emphasize the importance of collaborative learning environments in facilitating deeper mathematical engagement and reasoning.